Aftab Rabia, Kirmani Fouzia, Ansari Tahir, Ahmed Masood
Dr. Rabia Aftab, BDS. Department of Medical Education, Fazaia Ruth Pfau Medical College, Air University PAF Base Karachi, Pakistan.
Dr. Fouzia Kirmani, MBBS. Department of Medical Education, Fazaia Ruth Pfau Medical College, Air University PAF Base Karachi, Pakistan.
Pak J Med Sci. 2024 Sep;40(8):1741-1746. doi: 10.12669/pjms.40.8.8598.
To compare the perceptions of participants before and after a one-day workshop on Simulation-based Education. The other objective was to determine the feedback of participants about the one day workshop on Simulation-based Education.
In March 2023, a one-day workshop on Simulation-Based-Education (SBE) was conducted by the Department of Medical Education of Fazaia Ruth Pfau Medical Education in collaboration with the foreign guest faculty through zoom. This workshop was conducted with the participants (faculty members) of the Certificate program. The study adopted quasi experimental (pretest posttest) research design. For data collection we used a validated questionnaire which compromises of three parts. Data was analyzed using SPSS 23. This is a semi-structured questionnaire which consists of four parts. The first part entails the demographic data of the participants. The second structured part collects the perception of participants through 26 statements on 5 points Likert scale (strongly disagree = 1, disagree = 2, agree to some extent = 3, agree = 4, strongly agree = 5).
The mean difference in participant perceptions was significant (P<0.05)on 13 statements: Improves communication skills (pretest 3.05±1.050, posttest 4.20±1.056; ), enhance teamwork (pretest 3.30±0.979, posttest 4.30±0.923; , overcomes the challenge of uncooperative patients during real practice (pretest 3.80±0.696, posttest 4.30±0.470; 0.008), enact live patients (pretest 2.70±0.923, posttest 3.65±1.040; 0.004), incopororation into medical education (pretest 3.20±0.894, posttest 4.40±0.503; 0.000), provide safe, reliastic and conducive learning environment (pretest 2.85±0.875, postest4.00±0.795; 0.000), provide easy learning (pretest 2.75±0.716, posttest 4.05±0.605 0.000), decrease ethical issues with more repeated practice (pretest 2.75±0.716, posttest 3.90±0.788; 0.000), reduces the effort put in by a faculty in clinical teaching (pretest 2.80±0.696, posttest 3.45±0.999; 0.039), supplement to clinical practice (pretest 2.75±0.444, posttest 4.55±0.510; 0.000), evidence required for simulation activities (pretest 2.95±0.605, posttest 4.10±0.641; ), able to add simulation in clinical subject (pretest 3.15±1.089, posttest 3.80±0.834; 0.055), can instruct complex skills without simulation (pretest 2.55±0.887, posttest 3.40±0.883; 0.018).
The study signifiacnaty changed the faculty members' perceptions of simulation-based education.These encouraging findings may influence their future practice in simulation-based education, allowing them to provide safe, high-quality health care in the workplace and, eventually, enhance patient outcomes.
比较参与者在为期一天的基于模拟的教育工作坊前后的看法。另一个目的是确定参与者对为期一天的基于模拟的教育工作坊的反馈。
2023年3月，法扎亚·露丝·普法乌医学教育系与客座外籍教员通过Zoom合作举办了为期一天的基于模拟的教育（SBE）工作坊。该工作坊面向证书课程的参与者（教员）开展。本研究采用准实验（前测后测）研究设计。为收集数据，我们使用了一份经过验证的问卷，该问卷由三部分组成。使用SPSS 23对数据进行分析。这是一份半结构化问卷，由四部分组成。第一部分涉及参与者的人口统计学数据。第二部分结构化内容通过26条陈述以5点李克特量表收集参与者的看法（强烈不同意=1，不同意=2，在一定程度上同意=3，同意=4，强烈同意=5）。
在13条陈述上，参与者看法的平均差异具有统计学意义（P<0.05）：提高沟通技巧（前测3.05±1.050，后测4.20±1.056）；增强团队合作（前测3.30±0.979，后测4.30±0.923）；在实际操作中克服不合作患者的挑战（前测3.80±0.696，后测4.30±0.470；P=0.008）；模拟真实患者（前测2.70±0.923，后测3.65±1.040；P=0.004）；融入医学教育（前测3.20±0.894，后测4.40±0.503；P=0.000）；提供安全、逼真且有益的学习环境（前测2.85±0.875，后测4.00±0.795；P=0.000）；提供轻松学习（前测2.75±0.716，后测4.05±0.605，P=0.000）；通过更多重复练习减少伦理问题（前测2.75±0.716，后测3.90±0.788；P=0.000）；减少教员在临床教学中的投入（前测2.80±0.696，后测3.45±0.999；P=0.039）；作为临床实践的补充（前测2.75±0.444，后测4.55±0.510；P=0.000）；模拟活动所需的证据（前测2.95±0.605，后测4.10±0.641）；能够在临床学科中增加模拟（前测3.15±1.089，后测3.80±0.834；P=0.055）；无需模拟就能指导复杂技能（前测2.55±0.887，后测3.40±0.883；P=0.018）。
该研究显著改变了教员对基于模拟的教育的看法。这些令人鼓舞的发现可能会影响他们未来在基于模拟的教育中的实践，使他们能够在工作场所提供安全、高质量的医疗保健，并最终改善患者的治疗效果。
